Name_____________________________________________Grade 6 A B
3 9
Clay Sea Plate:
Student learning guide
Student Learning:
✄ Students will be able to explain how different artists such as Wyland, Reid, and Church all
approach the subject of sea life with different aesthetic viewpoints. (imitationalist, emotionalist,
formalist)
✄ Students will understand how to communicate a message about ocean life and environmental
concerns in sketches for a clay sculpture.
✄ Students will understand how to research information about a selected sea animal to enhance
the meaning of the clay sculpture.
✄ Students will understand how to use slab construction to create a base for sculptures. Students
should be able to create a slab base and store properly.
✄ Students should be able to use the academic vocabulary of clay terms using them correctly in
context of working with clay.
✄ Students will understand how to use clay sculptural techniques to communicate about a selected
animal and its environmental concern.
✄ Students will understand how to enhance the communication of their message- imitationalist,
formalist, or emotionalist by applying student selected glazes and through their application.
Bill Reid- Haida gold box
Wyland- Mural
Shay Church- installation
National Core Arts Standards: 6th grade
VA:Cr.1.1. 6a: Combine concepts collaboratively to generate innovative ideas for creating art.
VA:Cr.2.1.6a: Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.
VA:Cr.3.1.6a: Reflect on whether personal artwork conveys the intended meaning and revise accordingly.
VA:Pr.5.1.6a: Individually or collaboratively, develop a visual plan for displaying works of art, analyzing exhibit space, the needs
of the viewer, and the layout of the exhibit.
VA:Re.7.1. 6a: Identify and interpret works of art or design that reveal how people live around the world and what they value.
VA:Re.7.2.6a: Analyze ways that visual components and cultural associations suggested by images influence ideas, emotions,
and actions.
VA:Re.9.1.6a: Develop and apply relevant criteria to evaluate a work of art.
VA:Cn.10.1.6a: Generate a collection of ideas reflecting current interests and concerns that could be investigated in art-making.
VA:Cn.11.1.6a: Analyze how art reflects changing times, traditions, resources, and cultural uses.
Name_____________________________________________Grade 6 A B
3 9
Vocabulary:
Elements of Art: Line, Color, Shape, Form, Space, and Texture
Principles of Design: Balance, Movement, Rhythm, Contrast, Emphasis, Variety, and Unity
Focal Point: the area in the artwork that first draws your attention
Variety: the principle of design concerned with difference or contrast
Unity: the quality of wholeness or oneness that is achieved through the effective use of the elements and
principles of design- Unity can be achieved through simplicity, harmony, repetition, proximity, and
continuation.
Relief Sculpture – a type of sculpture in which forms project from a flat background.
Imitationalism – aesthetic theory of art that emphasizes the realistic qualities that appear in the subject of
the work.
Formalism – aesthetic theory of art that emphasizes the design qualities that appear in the subject of the
work.
Emotionalism - aesthetic theory of art that emphasizes that the expressive qualities (the qualities that
communicate ideas, moods, or a story/message) of a work of art are the most important.
Clay Vocabulary:
Clay: a natural material found in the earth, made up of fine minerals such as kaolin and feldspar; when it is
wet it can be molded and hold a shape; when it dries it becomes brittle and fragile; when it is fired it
becomes very hard and its shape is permanent
Glaze: a colored, glassy surface coating that is fired onto bisqueware to decorate pottery and to make it
waterproof
Kiln: a special oven or furnace that is used to fire clay at extremely high temperatures, over 1,500˚
Farenheit
Slab: a sheet of damp clay created from rolling out/flattening clay with a slab roller or a rolling pin
Forming/Joining clay vocabulary
Slab Construction: a pottery technique in which a form is built up by joining shapes cut from thick sheets
of damp clay
Scoring: the process of scratching cross hatching marks into the clay in order to join two pieces of clay
Slip: very wet clay (clay with water) that is used like a glue to join two pieces of clay
Press/Blend: the final step to join clay after scoring and adding slip to the two pieces in order to seal them
by smoothing the two edges together to unite the piece
Additive: a way to add detail to a clay piece by adding on pieces of clay, scoring and adding slip
Subtractive: a way to add detail by subtracting clay, by carving or engraving into the clay with carving
tools
Clay Tools:
Elephant Ear Sponge: natural sponges used to smooth/add moisture to the clay
Needle Tool: used to score the clay, pierce air bubble, and to draw onto the clay
Modeling Tools: used for general smoothing, blending, sculpting and texturing of clay
Wire Loop Tool: wooden handled tools with stiff wire ends used to carve or to remove clay
Serrated Rib: used for scoring the clay; roughens the surface of clay; adds texture to clay
Smooth Rib: used to smooth clay
Rolling Pin: used to roll slabs of clay
Fettling Knife: used to cut (small pieces), score or carve clay
Name_____________________________________________Grade 6 A B
3 9
Stages of Clay
GREENWARE: clay that has not been fired- Clay is considered greenware in the following stages: wet,
leatherhard and bonedry.
1. Wet: clay that is moist, very easy to use, and molds easily
2. Leatherhard: clay that is not floppy but holds its shape like a piece of thick leather- water has begun to
evaporate from the clay
3. Bonedry: clay that is most fragile and very dry with all of the water dried out; it is ready to go into the
kiln
BISQUEWARE: clay that has been fired once- permanently hardened clay
GLAZEWARE: clay that has been fired with a finished glaze (usually the result of the second firing of the
clay)
*Most definitions taken from Art Talk.
Student Learning Plan:
= There is a video or another resource available on my website for this step.
Student Teacher Step Task
Why?
signs
signs
1.
PowerPoint with artwork by
Wyland, Bill Reid, and Shay Church
with an overview of clay project
Imitationalism
Formalism
Emotionalism
: PowerPoint available online on my site
2.
Select an ocean animal.
Print a picture for reference.
(1 pt)
Begin researching animal to
inform sculpture designresearch the animal’s habitatfood source- predators- fun facts
Complete worksheet 1- research
on sea animal (10 pts)
Students will be able to explain how different
artists such as Wyland, Reid, and Church all
approach the subject of sea life with different
aesthetic viewpoints. (imitationalist, emotionalist,
formalist)
VA:Re.7.1. 6a: Identify and interpret works of art or
design that reveal how people live around the world and
what they value.
VA:Re.7.2.6a: Analyze ways that visual components and
cultural associations suggested by images influence
ideas, emotions, and actions.
VA:Cn.10.1.6a: Generate a collection of ideas reflecting
current interests and concerns that could be investigated
in art-making.
VA:Cn.11.1.6a: Analyze how art reflects changing times,
traditions, resources, and cultural uses.
Students will understand how to research
information about a selected sea animal to enhance
the meaning of the clay sculpture.
VA:Cr.1.1. 6a: Combine concepts collaboratively to
generate innovative ideas for creating art.
VA:Re.9.1.6a: Develop and apply relevant criteria to
evaluate a work of art.
Name_____________________________________________Grade 6 A B
3.
Sketches/Planning:
Fill out worksheet 2 including
questions and the three sketches
for planning three very different
plans for your sea plate based on
each of the aesthetic viewpoints:
Imitationalism- realistic
Formalism- design
Emotionalism- mood or message
50 points
4.
Text Reading and Questions:
Complete the reading on Robert
Wyland and complete the
corresponding questions.
3 9
Students will understand how to communicate a
message about ocean life and environmental
concerns in sketches for a clay sculpture.
VA:Cr.2.1.6a: Demonstrate openness in trying new ideas,
materials, methods, and approaches in making works of
art and design.
VA:Cr.3.1.6a: Reflect on whether personal artwork
conveys the intended meaning and revise accordingly.
VA:Pr.5.1.6a: Individually or collaboratively, develop a
visual plan for displaying works of art, analyzing exhibit
space, the needs of the viewer, and the layout of the
exhibit.
VA:Re.9.1.6a: Develop and apply relevant criteria to
evaluate a work of art.
Students will be able to explain how different
artists such as Wyland, Reid, and Church all
approach the subject of sea life with different
aesthetic viewpoints. (imitationalist, emotionalist,
formalist)
Responding:
Anchor Standard 7: Perceive and analyze artistic work.
VA:Re.7.1. 6a: Identify and interpret works of art or
design that reveal how people live around the world and
what they value.
VA:Re.7.2.6a: Analyze ways that visual components and
cultural associations suggested by images influence
ideas, emotions, and actions.
5.
6.
Refine:
Worksheet 3: Refine sketch for clay
Refine sketch for clay construction:
Of the three sketchesimitationalism
formalism
emotionalism
Choose the strongest composition
and elaborate the sketch to prepare
for clay construction.
Students will understand how to communicate a
message about ocean life and environmental
concerns in sketches for a clay sculpture.
Slab construction:
Roll out and refine/smooth slab to
fit into foam tray base
Students will understand how to use slab
construction to create a base for sculptures.
Students should be able to create a slab base and
store properly.
VA:Cr.3.1.6a: Reflect on whether personal artwork
conveys the intended meaning and revise accordingly.
VA:Pr.5.1.6a: Individually or collaboratively, develop a
visual plan for displaying works of art, analyzing exhibit
space, the needs of the viewer, and the layout of the
exhibit.
VA:Re.9.1.6a: Develop and apply relevant criteria to
evaluate a work of art.
Name_____________________________________________Grade 6 A B
3 9
Students should be able to use the academic
vocabulary of clay terms using them correctly in
context of working with clay.
7.
8.
Refine and
Complete clay
construction
adding sea
animal and any
habitat
elements as
well as
refining
textures
Students will understand how to use clay sculptural techniques to
communicate about a selected animal and its environmental concern.
Bill Reid
writing
response
Students will be able to explain how different artists such as Wyland, Reid, and
Church all approach the subject of sea life with different aesthetic viewpoints.
(imitationalist, emotionalist, formalist)
Students should be able to use the academic vocabulary of clay terms using
them correctly in context of working with clay.
VA:Cr.3.1.6a: Reflect on whether personal artwork conveys the intended meaning and
revise accordingly.
VA:Pr.5.1.6a: Individually or collaboratively, develop a visual plan for displaying works
of art, analyzing exhibit space, the needs of the viewer, and the layout of the exhibit.
VA:Re.9.1.6a: Develop and apply relevant criteria to evaluate a work of art.
Responding:
Anchor Standard 7: Perceive and analyze artistic work.
VA:Re.7.1. 6a: Identify and interpret works of art or design that reveal how people live
around the world and what they value.
VA:Re.7.2.6a: Analyze ways that visual components and cultural associations
suggested by images influence ideas, emotions, and actions.
Clay Quiz: on clay vocabulary terms
✄ Students should be able to use the academic vocabulary of clay terms using them correctly in
context of working with clay.
9.
Glaze bisqueware.
Students will understand how to enhance the
communication of their message- imitationalist,
formalist, or emotionalist by applying student selected
glazes and through their application.
Students can carefully prepare artwork for
presentation.
VA:Cr.3.1.6a: Reflect on whether personal artwork conveys
the intended meaning and revise accordingly.
VA:Pr.5.1.6a: Individually or collaboratively, develop a visual
plan for displaying works of art, analyzing exhibit space, the
needs of the viewer, and the layout of the exhibit.
10.
*
*
Self-assess
Questions and Rubric
Clay extension
Digital drawing extension
Responding:
Anchor Standard 9: Apply criteria to evaluate artistic work.